Investigating Factors affecting on English Reading Performance of Urdu and Sindhi Higher Secondary School Learners in the Pakistani Context

Abstract

The current study investigated how Pakistani Urdu & Sindhi high school students’ English reading performance was influenced by their family background, educational background, and prior language learning experiences. Additionally, this study also demonstrated how differences in home backgrounds, among Urdu and Sindhi high school students affected their English reading performance. The qualitative research methodology was modified for the exploratory study. The data was gathered through in-depth semi-structured interviews with a small number of participants. The data were evaluated from eight students: four fromthe Urdu group and four from the Sindhi group. The data was analyzed by using thematic analysis. The findings indicated that the development of reading performance is significantly influenced by home setting, educational background, and prior language learning experiences. High school learners do not have strong family background, a solid educational foundation, and good prior language learning experiences. Moreover, in comparison to Urdu & Sindhi learners.